Preparing preservice teachers to be data literate: a Queensland case study

Carey, Michael; Grainger, Peter; Christie, Michael

doi:10.1080/1359866x.2017.1402860

Cited by 14 publications

(15 citation statements)

References 13 publications

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“…The project relied heavily on extensive and detailed data, which required highlevel data literacy skills. [Pre-service teacher 3] These findings are consistent with the findings of Carey et al (2018) who found that by embedding data literacy learning within professional experience coursework enabled their students to gain authentic contact with the classroom application of data. They further argued that a link was established between having an assessment task on data literacy and professional experience.…”

Section: This Project Allowed Me To Develop My Data Literacy Through supporting

confidence: 72%

“…This study moves data literacy from the university classroom into professional learning via an action research project. This process of embedding data literacy into professional experience has been called for in the research, see, for example, Carey et al (2018). All of the pre-service teachers confirm this argument in their reflections:…”

Section: Theme 4 Pre-service Teachers' Perspectives On Professional mentioning

confidence: 84%

“…[Pre-service teacher 1] Cochran- Smith and Lytle (1999) recognise that there has been a renewed interest in action research and teacher as researcher since the 1980s as their unique knowledge regarding their own classrooms means that they can have a positive impact upon learning decisions. Action research has also been shown to prepare pre-service teachers for the workplace (Carey et al 2018;Cochran-Smith & Lytle, 1999;Kosnic & Beck, 2005). This workplace readiness and concept of preparedness is reflected in the comments by pre-service teacher 2:…”

Section: Theme 4 Pre-service Teachers' Perspectives On Professional mentioning

confidence: 99%

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Voices on Data Literacy and Initial Teacher Education: Pre-service teachers’ reflections and recommendations

Kennedy-Clark¹,

Galstaun²,

Reimann³

et al. 2020

AJTE

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The purpose of study was gain insight into pre-service teachers’ experiences in using classroom data to make learning and teaching decisions. The qualitative study is based on the reflections and recommendations of three pre-service teachers’ that participated in a data-driven decision-making intervention whilst on an immersive 10-week professional learning experience. This study is underpinned by an action research framework. There are many understandings of action research, here the approach is understood to be a systematic investigation into one’s own practice with the aim of improving teaching and learning. From the thematic analysis of the reflections, several recommendations were put forward by the pre-service teachers. They advocated for dedicated time to develop data collection, analysis, and visualisation skills and that these skills should be embedded in their degrees. Their reflections articulate the need to have a strong set of data related skills and competencies in order to be able to engage with professional practice.

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Section: This Project Allowed Me To Develop My Data Literacy Through supporting

confidence: 72%

Section: Theme 4 Pre-service Teachers' Perspectives On Professional mentioning

confidence: 84%

Section: Theme 4 Pre-service Teachers' Perspectives On Professional mentioning

confidence: 99%

See 1 more Smart Citation

Voices on Data Literacy and Initial Teacher Education: Pre-service teachers’ reflections and recommendations

Kennedy-Clark¹,

Galstaun²,

Reimann³

et al. 2020

AJTE

View full text Add to dashboard Cite

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“…Even less is known about TCs' data practices and the reason for this is multi-faceted. In at least one study (Carey, Grainger, & Christie, 2018) the researchers were not able to explore how TCs apply DLFT because the practicum experience did not provide them with sufficient exposure to a school setting nor the authority to use data to make changes to curricula. However, some research about this application exists within the context of teacher preparation programs.…”

Section: Data Literacy For Teaching Practicesmentioning

confidence: 99%

“…Researchers have recommended that courses on DLFT be accompanied by field experiences to allow for application of knowledge and skills (Carey et al, 2018). Reeves (2017) advocated that future research include the influence of student teacher data use opportunities on their later practices, early opportunities to use data in classroom-based experiences, the processes by which student teachers enact DLFT, and the population of students on which these data practices focus.…”

Section: Data Literacy For Teaching Practicesmentioning

confidence: 99%

“There is Subjectivity, There is Bias”: Teacher Candidates’ Perceptions of Equity in Data Literacy for Teaching

Whitesides

Beck

2020

The Teacher Educator

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Research on equity in data literacy for teaching has lagged yet is of critical importance to ensuring new teachers are prepared to serve diverse students. Our multiple case study conveyed four elementary teacher candidates' understandings of this construct and their reaction to instruction in this domain. Data collection included interviews, item analysis, and concept maps. Our participants developed a broader view of data by the end of the course, but often did not recognize inequitable data practices like tracking which conveys a misalignment between beliefs and practices. We explored implications for policy and practice based on our findings.

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‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review

Kim

2023

Review of Education

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In teacher education, there is a growing need for teachers to become data literate by collecting a variety of data on student learning to assess student progress and inform instruction. Research on pedagogical documentation in education, in particular early childhood education, has been undertaken to make students' learning visible by documenting multiple forms of student data. Although the notion of pedagogical documentation could be broadened in teacher data literacies practice, little is known about teacher data literacies practice in implementing pedagogical documentation. To fill this research gap, we performed a scoping review of the studies to investigate the landscape of teacher data literacies practice with pedagogical documentation published from 2000 to 2020. Our scoping review employed Arksey and O'Malley's methodological framework and identified 62 studies in our review. Our analysis provided an overview of the existing studies on teacher data literacies practice with pedagogical documentation. The implications of its findings were discussed. Context and implicationsRationale for this studyDespite the increased demand for teachers to make data‐driven and evidence‐based decisions in teaching, to our knowledge this is the first review of teacher data literacies in implementing pedagogical documentation.Why the new findings matterOur scoping review identifies knowledge gaps in teachers' pedagogical documentation in diverse K‐12 settings, particularly in developing countries.Implications for educational researchers and policy makersIt also calls for more classroom‐based research on teacher data literacies practice in implementing pedagogical documentation and the need to further understand the relationship between teacher data literacies and pedagogical documentation. These implications are relevant for both educational researchers and teachers.

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Preparing preservice teachers to be data literate: a Queensland case study

Cited by 14 publications

References 13 publications

Voices on Data Literacy and Initial Teacher Education: Pre-service teachers’ reflections and recommendations

Voices on Data Literacy and Initial Teacher Education: Pre-service teachers’ reflections and recommendations

“There is Subjectivity, There is Bias”: Teacher Candidates’ Perceptions of Equity in Data Literacy for Teaching

‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review

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